Grade 9 Art (10G) - Province of Manitoba · 2013-02-04 · Grade 9 Art (10G) A Course for Independent Study Grade 9 Art Cover New:EN Cover Black Logo 1/15/2008 9:08 AM Page 1. GRADE

Grade 9 Art (10G)

A Course for

Independent Study

GRADE 9 ART (10G)

A Course for Independent Study

2008

Manitoba Education, Citizenship and Youth

Manitoba Education, Citizenship and Youth Cataloguing in Publication Data

700.712 Grade 9 art (10G) : a course for

independent study

Previously published as Senior 1 art (10G) :

a course for distance learning.

ISBN-13: 978-0-7711-3970-3

1. Art—Study and teaching (Secondary).

2. Art—Programmed instruction. I. Manitoba.

Manitoba Education, Citizenship and Youth.

Copyright © 2008, the Crown in Right of Manitoba as represented by the Minister of

Education, Citizenship and Youth. Manitoba Education, Citizenship and Youth, School

Programs Division, 1970 Ness Avenue, Winnipeg, Manitoba R3J 0Y9.

Every effort has been made to acknowledge original sources and to comply with copyright

law. If cases are identified where this has not been done, please inform Manitoba

Education, Citizenship and Youth. Errors or omissions will be corrected in a future edition.

Sincere thanks to the artists, authors, and publishers who allowed their original material

to be adapted or reproduced.

Contents

Acknowledgements vii

Introduction 1

Welcome 1

What Is This Course About? 1

What Will You Learn in This Course? 1

How Is This Course Organized? 2

What Things Will You Need for This Course? 3

Resources That Come with the Course 3

Resources That You Need to Purchase 5

Materials That You Will Supply 6

Items To Have on Hand 8

Collecting Miscellaneous “Found Objects” 9

Access to Equipment 9

A Note on Different Types of Artist Paper 10

A Note about Acrylic Paints 11

Who Can Help You with This Course? 12

Your Tutor/Marker 12

Your Study Partner 12

What Do the Guide Graphics Mean? 13

How Do You Know How Well You Are Learning? 14

Visual Journal Activity Rating Scale 14

Keeping Your Visual Journal 16

Art Production Projects 17

End of Course Telephone Interview 17

How Much Time Will You Need for This Course? 18

Chart A: Semester 1 18

Chart B: Semester 2 19

Chart C: Full School Year (Not Semestered) 19

When Do You Mail Things to Your Tutor/Marker? 20

Grade 9 Art Contents iii

Module 1: Art Is… 1

Overview 3

Lesson 1: What Is Art? 5

Lesson 2: A Visual Tour 9

Lesson 3: Personal Definition of Art 11

Module 1 Forms 15

Module 2: Self 1

Overview 3

Lesson 1: Portraits 5

Lesson 2: Responding to Art 11

Lesson 3: Art and Self-Reflection 15

Lesson 4: Expression through Colour 21

Lesson 5: Creating a Self-Portrait 27

Module 2 Forms 33

Module 3: Environment 1

Overview 3

Lesson 1: Art Elements: Shape and Form 5

Lesson 2: Natural and Built Environments 9

Lesson 3: Awareness of the Environment 13

Lesson 4: Synectics 19

Lesson 5: Creating a Sculpture in a Setting 25

Module 3 Forms 31

Module 4: Community 1

Overview 3

Lesson 1: In Perspective 5

Lesson 2: Creating an Artwork Using Artists’

Perspective Techniques 15

Lesson 3: Community Art 17

Lesson 4: Creating an Image for a Wall Mural 23

Module 4 Forms 29

iv Contents Grade 9 Art

DPS-11-2009

Module 5: Culture 1

Overview 3

Lesson 1: Cultural Celebrations 5

Lesson 2: Cultural Heritage 11

Lesson 3: Texture and Pattern 15

Lesson 4: Cultural Expression in Aboriginal Art 19

Lesson 5: Cultural Influences in Art 21

Lesson 6: Art from Various Cultures 23

Lesson 7: Symbols in Art 25

Lesson 8: Creating Prints 27

Module 5 Forms 35

Module 6: Society 1

Overview 3

Lesson 1: Art Reflecting Social Issues 5

Lesson 2: Art and Social Commentary 11

Lesson 3: Thinking about Social Issues 15

Lesson 4: Creating Social Issues Artwork 17

Lesson 5: Preparing for the Interview with

Your Tutor/Marker 23

Module 6 Forms 25

Bibliography 1

Grade 9 Art Contents v

Acknowledgements

Manitoba Education, Citizenship and Youth gratefully acknowledges the contributions

of the following individuals in the production of Grade 9 Art (10G): A Course for

Independent Study.

Course Writer

Darla Martens-Reece Art Teacher Lord Selkirk S.D.

Content Reviewer

Ann Stinner Art Educator University of Manitoba

(Retired)

Members of the Development Team

Lee Cassidy Artist/Teacher Winnipeg S.D.

Rae Harris Art Educator School Programs

Winnipeg Art Gallery

Cheryl Zubrack Visual Arts Teacher St. John’s-Ravenscourt School

Independent Schools

Manitoba Education, Citizenship and Youth Staff

School Programs Division

Louise Boissonneault Publications Editor Document Production Services

Educational Resources Branch

Lee-Ila Bothe Coordinator Document Production Services


Lynn Harrison Desktop Publisher Document Production Services


Gilles Landry Project Manager Development Unit

Instruction, Curriculum and

Assessment Branch

Susan Letkemann Publications Editor Document Production Services

(Field Validation Educational Resources Branch

Version)

Grade 9 Art Acknowledgements vii

Grade 9 Art

Introduction

Welcome

Welcome to Grade 9 Art. This introduction will help you become

familiar with the course. It is the “voice of the teacher on the

first day” telling you what you can expect to do and what you

can expect to learn.

What Is This Course About?

My name is Darla and I am the writer of this course, the voice

behind the lines of print. This course is about visual

communication. It is also about ideas. Artists create for a

variety of reasons. They have something to say and they say it

visually. Artists make art with many materials and in many

forms. This course will ask you to look at the work of a number

of artists and to investigate and try to understand the language

they use.

You will make your own art. You will experiment with art

materials and techniques. You will find ways to make your own

statement, something unique and personal in the artworks you

create. Art is a powerful means of expression. I hope you enjoy

learning about art and about yourself as you work through this

course.

What Will You Learn in This Course?

In this Grade 9 Art course, you will develop skills by engaging

in art experiences in the following three areas:

• Visual awareness experiences will help you to develop

sensitivity to both the natural and built environments.

• Art appreciation experiences will encourage you to look at,

talk about, and write and sketch about all kinds of art.

• Art production experiences will encourage you to

experiment with different art materials and processes and to

make your own works of art.

Grade 9 Art Introduction 1

As you go through this course, you can expect to achieve the

following goals:

• Gain a greater understanding of how artists communicate.

• Develop the awareness to recognize art, and introduce it into

our everyday lives and our communities.

• Use a variety of tools and techniques to express your own

ideas, feelings, and values.

• Explore art from different times, different places, and

different cultures.

• Become more skilful at creating and looking at art.

• Develop a passion for art that will inspire you for the rest of

your life.

How Is This Course Organized?

This course is divided into the following six modules:

• Module 1: Art Is…

• Module 2: Self

• Module 3: Environment

• Module 4: Community

• Module 5: Culture

• Module 6: Society

The first page of each module outlines the main idea and the

objective(s) of the module and suggests a timeframe in which to

complete it. It specifies the number of lessons in the module,

and states the lesson objectives to tell you of what you will be

learning.

The lessons follow a similar pattern; they begin with an

introduction, followed by Visual Journal Activities, readings,

and an Art Production Project. In each module you will look at

art, respond to art, and create art. You will reflect on what you

have learned and how you think you are doing.

2 Introduction Grade 9 Art

The Forms section at the end of each module contains

• forms (e.g., charts, webs, diagrams, templates) needed to

complete Visual Journal Activities within each module

• a Mail-in Cover Sheet for each module

• a Checklist of work to be completed for each module

These forms will be explained further in the individual

modules.

What Things Will You Need for This Course?

Please read the following instructions carefully and make sure

you have all the necessary items before you begin the lessons in

this course.

Resources That Come with the Course

The Grade 9 Art course comes with a graphics CD-ROM, colour

images, a booklet, and a sheet of acetate:

• Graphics CD-ROM

This CD-ROM contains the following images, which you will

view in the course:

— a brochure called The Heritage beneath Our Feet,

published by The Forks North Portage Partnership

— pictures of Oodena Celebration Circle by Hilderman

Thomas Frank Cram, Landscape Architecture—Planning

— a print of original artwork (untitled) by Fred Thomas

from Graffiti Art Programming Inc.

Note: If you do not have a computer with a CD-ROM drive,

please request paper copies of these images from:

Independent Study Option

Telephone: 1-800-465-9915


• Colour Images (Print)

The colour images consist of the following Aboriginal

artwork, which you will view in the course:

— three prints of Aboriginal button blankets:

â Raven Scattering Salmon Eggs, designed by Dempsey

Bob and sewn by Linda Bob

â Tree of Life, designed by Simon Dick and sewn by

Gertrude Dick

â Whales, designed by Joe David and sewn by Paula

Swan

— three postcards featuring winning artwork from the

National Aboriginal Day 2000 Poster Competition:

â Tugurlaaq by Ramus Avingaq

â Taking Time to Remember by David Hannan

â Celebrating on Corn Beads by Christine Sioui

Wawanoloath

• Booklet

The West End BIZ Passport, produced annually by the West

End BIZ, provides a guide to Winnipeg’s West End.

• Acetate Sheet

You will need this sheet of acetate for a Visual Journal

Activity in Module 4 of this course.

• Rigid Foam

You will need one sheet of rigid foam for printmaking.


Grade 9/10 Art Distance Learning Video

To complete this course, you will need to view Grade 9/10 Art

Distance Learning: Part 1—Art Talk, a discussion on art by

Grade 9 students, and Part 2—Printmaking, a printmaking

demonstration by a professional artist. This vido was provided

with the course material.

The video will be sent to you on a CD-ROM. You will be able to

view it with any of the following:

— computer with a CD-ROM or DVD drive

— a portable DVD player

— DVD player connected to a television screen

• Textbook

You need to buy the following textbook for this course:

Hobbs, Jack, Richard Salome, and Ken Veith. The Visual

Experience. 3rd ed. Worcester, MA: Davis Publications, 2005.

Obtain the textbook by requesting stock number 2832

from:

Manitoba Text Book Bureau

Telephone: 1-866-771-6822

Fax: 1-204-483-5041

At first, it may seem strange to have a textbook in an art

course. As you flip through it, you will see many pictures of

artworks by professional and student artists. Looking at a

selection of these artworks will help you develop a broader

understanding of how artists communicate.

You will use only part of the textbook in this course,

However, you will use the same text in the Grade 10 course.

The more images you encounter, the better you will develop

an appreciation for the richness of visual expression.


DPSU 12–2012

Materials That You Will Supply

In order to complete this course, a variety of art supplies are

needed. A list of recommended supplies is provided below.

When you start to gather your supplies, it is recommended that

you consider the following:

• check your home—some can be found nearby

• if you are attending school, check to see if you are able to

access the supplies at the school

• when you purchase art supplies, look first at a dollar or

discount store

• the more specialized supplies can be purchased at a

hardware, stationery, craft, office supply, or art supply store

Note: If you are unable to find some of the items listed below,

contact your tutor/marker to discuss the options available to

you. Your tutor/marker will be able to assist with any questions

or problems that arise. Do not hesitate to call.

• 1 set of washable markers

• 1 set of wax crayons

• 2 pencils—2B (soft) and 2H (hard) or 1 ordinary HB

(medium) pencil

• 1 glue stick

• 1 snap-off blade knife

• 2 cardboard mailing tubes (found at Canada Post outlets or

office specialty stores)

• 1 set of oil pastels

• 1 set of watercolours and/or tempera paints

• 1 high quality paintbrush

• 2 sheets of overhead acetate film (overhead transparencies)

• 1 overhead marker

• regular white paper or cartridge paper


DPSU 12–2012

• Sheets of interesting paper. Examples of specialty art paper

include:

— Mayfair paper

— watercolour paper

— rice paper

Examples of interesting paper that may be easier to find

include:

— any stiff paper or Bristol board

— cream manila paper

— any semi-transparent paper

• 1 white vinyl eraser

• 1 set of pencil crayons

• small paint roller, flat knap for painting trim and woodwork,

or a craft paint roller (available at department store craft

sections)

• 1 tube of black acrylic paint for printmaking

• paint brushes , a variety of sizes (available in dollar stores)

• camera, digital or with colour film, or several disposable

cameras

• bottle of white glue

• 1 sheet of glass or Plexiglas or another hard, flat surface, a

baking sheet or countertop to use in printmaking—You will

roll ink on this surface. Ink is washable if kept damp.

• Folder, 11 x 17 in. approximately, or 3-ring binder, in which

to keep your Visual Journal Activities. If you choose the

binder, you will need your own hole punch, as you will be

working on 9 x 12 in. paper without holes. At the end of each

module, mail your Visual Journal Activities to your

tutor/marker. After your tutor/marker returns them to you,

put them back into your folder. It is important that you keep

your Visual Journal up-to-date and readily accessible. You

will be required to discuss certain sections of your Visual

Journal with your tutor/marker in a telephone interview at

the end of the course.

Keep your Visual Journal Activities in order and in good

condition.


DPSU 12–2012

Items To Have on Hand

• sheets of blank scrap paper

• newspapers

• magazines

• paper towels

• plastic shopping bags

• medium sandpaper

• 5 large envelopes (25.4 x 33 cm or 10 x 13 in.)

• 1 piece of boxboard (e.g., cereal box)

• large plastic containers (ice cream pails or margarine tubs)

• scissors

• ruler

• masking tape

• transparent tape

• pencils

• erasers

• paperclips

• miscellaneous “found objects”—These are explained in the

course.

Collecting Miscellaneous “Found Objects”

While you are enrolled in this course, consider yourself a

collector. Set aside a box where you can store interesting images

and objects. When you come across an interesting object or

image, gather or cut it out and add it to your collection box.

Draw on these items later for your found object and collage

assignments.


DPSU 12–2012

Access to Equipment

In this course, you will need to have access to a variety of

equipment:

• Photocopier

On several occasions you will have to make photocopies of

your work.

• Computer with Internet Access (Optional)

You do not require access to the Internet to complete this

course. However, it would be helpful to view the many

websites that contain artwork from around the world.

Remember that Internet sites come and go. The course might

mention some sites that no longer exist. If that is the case,

you may be able to use a search engine such as

<www.google.ca> to find the artwork you are looking for.

• Computer with CD-ROM or DVD Drive (Optional)

If you do not have a computer with a CD-ROM drive, please

ask for paper copies of the colour images from:

Independent Study Option

Telephone: 1-800-465-9915


DPSU 12–2012

A Note on Different Types of Artist Paper

Artists choose different types of paper for different purposes,

and one of the advantages in taking an art course is learning to

appreciate the many varieties of paper available. The following

section briefly describes four types of paper and outlines the

characteristics and uses associated with that particular type of

paper.

You are not required to purchase any of these types of paper,

but, if you do have access to them and want to use a particular

type of paper for one of your art production activities, the

following descriptions will help you to decide which paper type

best suits that activity.

1. Newsprint: This inexpensive, thin, grayish paper is perfect

for rough drawings and plans. It can also be used for taking

practice proofs from your printmaking plate in Module 5.

2. Mayfair paper: This is a heavier, better quality, smooth

white drawing paper, in single 20 x 26 in. sheets, which can

be used for all dry drawing media: crayon, pencil, pencil

crayon, pastel, marker, and so on. If you avoid flooding your

work with water, you can also use wet media such as acrylic

and watercolour paints. Using too much water can buckle

the paper. Mayfair paper would be appropriate for the final

versions of the art production projects in Modules 2 and 4.

3. Watercolour paper (Strathmore): This particular

watercolour paper, which comes in 22 x 30 in. sheets, is

heavier and more textured than Mayfair. It has deckle

(irregular) edges. It has some “rag content,” that is, the

paper pulp from which it is made includes some cotton pulp

rather than just wood pulp. Rag content produces a more

absorbent paper, and that makes it ideal for wet media like

watercolour or acrylic painting. Watercolour paper would

also be appropriate for the final versions of the art

production projects in Modules 2 and 4.


4. Japanese paper (Ginwashi): This thin, translucent white

paper with deckle edges is surprisingly strong, a quality

which makes it the perfect paper for relief printmaking

(Module 5). It has a fuzzy and a smooth side. You can use

either side; the more textured side is more absorbent. Some

artists also use this type of paper for wet media, like brush

drawing with ink or watercolour painting.

5. Cartridge paper: This white paper is a medium weight

drawing paper. It is not as smooth as regular white paper.

You can use it for all your Visual Journal Activities, sketches

and written work. If you prefer lined paper to write on, you

can adhere the lined paper to the cartridge paper with a glue

stick or send it along with the cartridge paper.

If you have small scraps of these paper types left over from your

projects—or if you find other interesting types of paper

elsewhere—experiment with them, using different media. You

are sure to find your favourite type of paper for both drawing

and painting.

A Note about Acrylic Paints

Acrylics are plastic-based paints used by many artists today.

Unlike oil paints, they have no fumes and are safe for painting

at home. Acrylics are very versatile. Depending on how you use

them, they can imitate the thick brush strokes of oil paints or

the transparent washy effects of watercolours. Acrylics will

stick onto almost any surface, except for glass or very smooth

plastic. Once they are dry, they are permanent. This

characteristic is an advantage for most projects, but it does

mean that you have to be careful. Wear old clothes and protect

surfaces (e.g., your tabletop) when painting. Be sure that you

screw the lids of your paint tubes on tightly so that the paints

don’t dry out. In addition, keep your brushes in water while

painting and clean them carefully afterwards to avoid ruining

the bristles. Sets of acrylic paint often consist of a sampler of

twelve colours in small tubes.

If you find that you really like acrylics and want some more,

any art supply or hobby store can recommend a good brand for

your purposes. You can buy individual tubes of colours in a

variety of sizes. Have fun with your art materials.


Who Can Help You with This Course?

Taking a distance learning course is different from taking a

course in a classroom. Instead of relying on the teacher to tell

you to complete an exercise, you need to tell yourself. However,

there are two people who can help you be successful in your

course: your tutor/marker and your study partner.

Your Tutor/Marker

The first person who can help you with your course is your

tutor/marker. Tutor/markers are experienced teachers who

tutor distance learning students and mark assignments and

examinations. When you are having difficulty with something

in this course, contact your tutor/marker, who is there to help

you. Feel free to contact your tutor/marker at any time during

this course through the Independent Study Option (ISO) office:

ISO Tutor/Marker, Grade 9 Art

555 Main Street

Winkler MB R6W 1C4

Telephone: 1-800-465-9915

Your Study Partner

The second person who can help you with your course is your

study partner. A study partner could be someone who is also

taking this course, a teacher, a parent, a sibling, or a friend. A

study partner will support you as you work through this course.

Your study partner can help you keep on schedule and can look

at your artwork and respond to it.


What Do the Guide Graphics Mean?

Graphics have been placed inside the margins of the course to

identify specific tasks. Each graphic has a specific purpose to

guide you. The significance of each graphic is described below:

Visual Journal Activity: This guide graphic tells

you to complete an activity and to place it in your

Visual Journal. You will send the Visual Journal

Activities to your tutor/marker at the end of each

module.

Reading or Viewing Text: This guide graphic

tells you to read or view certain pages in The

Visual Experience, your textbook for this course.

Video: This guide graphic tells you to view part of

a video.

Art Production Project: This guide graphic tells

you that you need to complete a major assignment

and send it to your tutor/marker. Art Production

Projects are found at the end of Modules 2, 3, 4, 5,

and 6.

Mail-In: This guide graphic tells you that it is time

to mail something to your tutor/marker.

Watch Your Time: This guide graphic reminds

you to pay attention to the approximate time

allotments indicated for each activity.

Internet: This guide graphic tells you that you can

use the Internet to get more information. Internet

access is optional.


How Do You Know How Well You Are Learning?

You will know how well you are learning and achieving the

course goals by how well you complete the following tasks:

• Visual Journal Activities—50% of your final mark

• Art Production Projects (total of five)—40% of your final

mark

• End of course interview—10% of your final mark

Visual Journal Activity Rating Scale

The following rating scale will help you learn as much as

possible as you complete your Visual Journal Activities. Your

tutor/marker will use it to assess your work, so, if you follow it

carefully, you should receive the best possible mark. You’ll

notice that each of the rows in the rating scale on the next page

has two parts. Here is a description of those parts.

1 Required Elements refers to the different tasks found in

each Visual Journal Activity. In order to learn as much as

you can and get your best mark, you need to make sure that

you complete each one.

2 Quality and Depth refers to how well you completed the

required elements. In order to learn as much as you can and

get the best possible mark, your answers should show that

you:

2.1 reflected deeply and carefully and that you did not

write, draw, or paint the first thing that came to your

mind.

2.2 addressed the key, relevant points and did not dwell

on minor points or get off track.

2.3 demonstrated some new, creative, and original ideas

that come from inside you and not only from the course

or textbook.

2.4 have clearly and carefully presented your ideas,

whether as artwork or in writing and that you did not

hastily scribble your ideas.

For more information on how you will be assessed, contact

your tutor/marker.


Rating Scale

Percentage Statements that best reflect the student’s Visual Journal

Activity and Art Production Project

up to 24% 1. Required Elements: None or almost none of the required

elements have been addressed

2. Quality and Depth:

2.1 there is no evidence of reflection

2.2 none of the key, relevant points have been addressed

2.3 there are no new, original, or creative ideas

2.4 there are no ideas, or the ideas are written or presented

vaguely and carelessly, or presented in a way that makes

it impossible to understand them

25% to 49% 1. Required Elements: Fewer than half of the required elements

have been addressed


2.1 there is little evidence of reflection, and it is neither deep

nor careful

2.2 fewer than half of the key, relevant points have been

addressed

2.3 there are a few ideas that are either new, original, or

creative

2.4 there is a small collection of ideas, none of which are

written or presented clearly and carefully

50% to 66% 1. Required Elements: Approximately half of the required

elements have been addressed


2.1 there is some evidence of reflection, and it is somewhat

deep or careful

2.2 most of the key, relevant points have been addressed

2.3 there are a few ideas that are either new, original, or

creative

2.4 there is a moderate collection of ideas, some of which are


67% to 83% 1. Required Elements: Most of the required elements have been

addressed


2.1 there is some evidence of reflection, and it is both deep

and careful

2.2 all of key, relevant points, along with some irrelevant

ones, have been addressed

2.3 there are some ideas that are new, original, and creative

2.4 there is a good collection of ideas, most of which are


84% to 100% 1. Required Elements: All of the required elements have been

addressed


2.1 there is a rich collection of deep and careful reflection

2.2 all of the key, relevant points, and no irrelevant ones have

been addressed

2.3 much of the work is new, original, and creative

2.4 there is a rich collection of ideas, all of which are written

or presented clearly and carefully


Keeping Your Visual Journal

Your Visual Journal is a combined sketchbook and writing

journal in which you will keep all your Visual Journal

Activities. These activities are worth 50% of your final mark for

this course. As you complete the Visual Journal Activities, keep

your preliminary notes and sketches for your artwork in your

Visual Journal. The Visual Journal Activities consist of your

responses to readings and questions from the textbook, as well

as lists, drawings and experiments with art materials and

techniques, such as painting, collage, and relief printing. The

Visual Journal Activities will help you to develop ideas for the

Art Production Projects; one is found at the end of each module

(except for Module 1). You will also write brief reflections on

what you learned and how your ideas came together.

Use your Visual Journal for collecting images: ads in

magazines, patterns on wallpaper or wrapping paper, bits of

interesting fabric or natural materials, anything on which you

can use glue. Collect text: quotations, titles, lyrics, and articles

that interest you. Put in telephone doodles and sketches; just

cut and paste them in. Sketch your surroundings as often as

you can, a living room chair, a fork, a fabric pattern on drapery,

a favourite tree outside. You will “bond” with your journal as

you proceed through this course. Take it with you as you ride to

school or to the shopping mall. Go out for a walk and tuck it

into your backpack. When you feel inspired to create, open your

journal and start working. Many artists gather ideas this way.

Some artists, including Leonardo da Vinci, are renowned for

their journal-keeping. Find some examples of Leonardo’s

journals on the Internet or in biographies. Make your journal a

part of your life and see where your ideas and inspiration take

you.

Once you have completed a module, mail the Visual Journal

Activities for that module to your tutor/marker. Your tutor/

marker then assigns a mark for all the Visual Journal Activities

for that module. You do not receive a mark for an individual

activity.

Note: Remember to keep a photo or computer copy of all the

work you send to your tutor/marker.


Art Production Projects

Art Production Projects are major projects found at the end of

each module (except for Module 1). The five Art Production

Projects are worth a total of 40% of the final mark for this

course. Use a variety of art materials and media, such as

painting, drawing, printmaking, and sculpture to express your

ideas. Give yourself enough time to complete the work. Artwork

takes time and planning.

End of Course Telephone Interview

Once you have completed the coursework and sent all your

work to your tutor/marker, schedule a telephone interview with

your tutor/marker to discuss certain aspects of your Visual

Journal. Your telephone interview is worth 10% of your total

mark. You might be asked to describe your approach to some

Visual Journal Activities or Art Production Projects. You might

be called upon to explain why you chose certain materials over

others for a particular activity. Participation in this telephone

interview is necessary to complete the course. There is no

written examination.

You may wonder, “Do I need to be a good artist before I take this

course?” The answer is, “Not yet.” You do need to be willing to

experiment, to look at the world through an artist’s eyes, and to

search for unique ways to communicate visually. Be prepared to

take risks, open yourself to new ideas and unfamiliar ways of

seeing things. You will build character and gain knowledge and

experience in art. Looking at the art of others and making your

own art can transform your thinking about yourself and the

world around you.

Put your ideas on paper! Your artwork does not have to be

realistic or “picture perfect.” Experimenting with art materials

should be interesting and fun. Making marks with materials

you have not used before is both a visual and tactile experience.

Just do it! Putting your ideas on paper can be intimidating at

first, but once you start the process, let yourself be carried away

in the spirit of creating.


How Much Time Will You Need for This Course?

Learning art through an independent study course is a little

different than learning art in the classroom. One advantage of

independent study is that you are in charge of how quickly you

complete the course. You don’t have to wait for your teacher or

classmates, you can complete as many lessons at a time as you

want to. Please read the next few pages to get an idea of how to

pace yourself so that you can succeed in the course.

You should spend a minimum of 120 hours on this course. This

is equivalent to at least 45 minutes per school day to complete

the course in a regular school year, or at least 90 minutes daily

in a semester. Look at the following three charts and decide

which chart best outlines the time of year when you want to

take the course.

Chart A: Semester 1

If you registered for this course in September and would like to

complete it by January, you can follow the timeline suggested

below.

Chart A: Semester 1

Module Coursework Completion Date

Module 1 Visual Journal Activities mid-September

Module 2 Visual Journal Activities

Art Production Project 1

early October



late October



mid-November



late November




mid-December


DPSU 12–2012

Chart B: Semester 2

If you registered for this course in January and would like to

complete it by June, you can follow the timeline suggested below.

Chart C: Full School Year (Not Semestered)

If you registered for this course in September and would like to

complete it by June, you can follow the timeline suggested below.

Chart B: Semester 2


Module 1 Visual Journal Activities mid-February



early March



late March



mid-April



late April




mid-May

Chart C: Full School Year (Not Semestered)


Module 1 Visual Journal Activities mid-September



mid-October



mid-January



late February



late March




mid-May


DPSU 12–2012

Do not wait until the last minute to complete your work, since

your tutor/marker may not be available to mark it immediately.

Remember, it might take over a week for your work to travel

through the mail, so make sure that you leave enough time for

that. It may also take a few weeks for your tutor/marker to

mark everything and send the marks to you or to your school.

When Do You Mail Things to Your Tutor/Marker?

You should mail something to your tutor/marker at the end of

each of the six modules. Each time you mail something, you

must include the Mail-in Cover Sheet and the Checklist

provided for each module. The following chart shows exactly

what you must mail in at the end of each module.

Module Items to Be Mailed at End of Module

1

Art Is ...

Module 1 Mail-in Cover Sheet

Module 1 Checklist

Module 1 Visual Journal Activities (1.1 to 1.7)

2

Self


Module 2 Checklist


Art Production Project 1: An Expressive Self-Portrait

3

Environment


Module 3 Checklist


Art Production Project 2: A Synectic Sculpture

4

Community


Module 4 Checklist


Art Production Project 3: A Community Mural

5

Culture


Module 5 Checklist


Art Production Project 4: Printmaking: Personal

Cultural Symbols

6

Society


Module 6 Checklist


Art Production Project 5: A Social Issues Artwork


Grade 9 art (10G)

Module 1

Art Is...

Module 1

Art Is...

Overview

Big Idea:

Art Appreciation

Module Objective:

Develop an awareness of different types and styles of art.

Time Allocated:

5 hours

Number of Lessons:

3

Lesson Objectives:

• Become familiar with The Visual Experience, your

textbook for this course.

• Develop a definition of art, which you will add to

throughout the course.

• Learn about different kinds of art.

Grade 9 Art Module 1, Introduction 3

Notes

4 Module 1, Introduction Grade 9 Art

Lesson 1

What Is Art?

Introduction

A textbook, for art? When you first saw the materials for this

course—the variety of papers, paints, pencils, and so on—you

were probably surprised to see a big hardcover textbook for a

course traditionally thought of as “hands-on.” In this Grade 9

Art course, you will make art with your hands (art production),

but you will also use your eyes, looking carefully at your

environment (visual awareness) and at a lot of artwork and

visual images (art appreciation) in your textbook. Another thing

that may make this course different from others is that your

perceptions, thoughts, and interactions with the images you see

will be very important. Looking at art is an exciting experience.

Reading about artists and their outlooks can be enjoyable too.

Creating art, besides being an interesting and worthwhile

experience, can be even more fulfilling when you learn a little

more about the world of art.

Preparation for Visual Journal Activities

For each Visual Journal Activity in this course, you will create

the following headings, either on a form provided or on a blank

sheet of paper.

Once you have completed an activity, place it in your Visual

Journal. At the end of each module, you will send the Visual

Journal Activities to your tutor/marker for assessment.

Remember, your tutor/marker will use the rating scale found in

the Introduction on page 14 to assess all your Visual Journal

Activities.

Visual Journal Activity _______________________________________

(Activity Number and Title)

Name ___________________________ Date _____________________

(Your Name) (Today’s Date)

Grade 9 Art Module 1, Lesson 1 5

Visual Journal Activity 1.1: A Beginning... (10 minutes)

You play the most important role in your success in this course.

Your personal goals are important in Grade 9 Art. In this

Visual Journal Activity, you will complete a K-W Chart to

identify what you already know about art. When you complete

the course, you will compare what you know at the end of the

course with what you knew at the beginning. You may be

surprised how much you learn about art, about yourself, and

about your world.

In the Forms section of Module 1 you will find a K-W Chart (a

small version of the chart is shown below). Write the number

and title of this Visual Journal Activity at the top of the form

provided. Add your name and today’s date. Then complete the

chart, as instructed below.

Think about what you already know about art. Jot down these

things in the K column. Think about what you want to learn

about art. Jot down these in the W column. Do you have more

Ws than Ks?

To get more ideas for your chart, think about questions such as

these:

• Why do people make art?

• Can you name a famous artist?

• Can you name or describe some works of art that you like?

• Does art have to be in a museum or on a wall?

Visual Journal Activity 1.1: A Beginning...

Name ___________________________ Date ____________________________

K-W Chart

K — What I Already Know W — What I Want to Know

•

•

•

•

•

•

6 Module 1, Lesson 1 Grade 9 Art

Place the K-W Chart in your Visual Journal. You will add ideas

to this chart later in this course.

Visual Journal Activity 1.2: Introduction to Your Textbook

(1 hour, 50 minutes)

If you haven’t already looked through your textbook The Visual

Experience, this Visual Journal Activity will take you through

the beginning of it.

1. Write the number and title of this Visual Journal Activity at

the top of a blank page in your Visual Journal Binder. Add

your name and today’s date.

2. Skim through pages xx to xxv and read page 3 of your

textbook.

3. Take the Art Quiz on pages 4 and 5 of your textbook. What

is your opinion about these “works of art”?—Record your

answers in your Visual Journal.

4. Continue reading and examining the pictures to page 10 of

your textbook.

5. Chapter 2 of your textbook will give you some guidelines for

deciding when something can be called art. Read Chapter 2

and see whether your opinions and impressions change.

You’ve started your journey into a whole new way of thinking

and learning. Enjoy!

Grade 9 Art Module 1, Lesson 1 7

Notes

8 Module 1, Lesson 1 Grade 9 Art

Printed in CanadaImprimé au Canada

Released 2008

Documents

Grade 9 Art (10G) - Province of Manitoba · 2013-02-04 · Grade 9 Art (10G) A Course for Independent Study Grade 9 Art Cover New:EN Cover Black Logo 1/15/2008 9:08 AM Page 1. GRADE